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FIELD EDUCATION PRACTICUM II SOCIAL WORK

RUTGERS, THE STATE UNIVERSITY OF NEW JERSEY

Syllabus/Course Overview

Catalog Course Description

Furthers learning of problem-solving skills and strategies begun in Field Education

Practicum I and prepares students to enter the advanced field curriculum. Corequisite:

19:910:501.

Field Education Practicum II

Practice social work in agency settings under qualified professional educational

supervision. Course includes internship service to client populations while learning

generalist social work skills.

Course Overview

The primary purpose of the Foundation Practicum is to educate students to apply a

generalist problem-solving approach within a person-in-environment perspective.

Students use professional social work field instruction to advance learning and apply

foundation knowledge, and social work ethics and values to their practice with clients and

communities that enhance social well-being.

Place of Course in Program

This three credit course is designed to provide the opportunity for the operationalization

of foundation social work skills. This is accomplished in individualized Field Education

Placements and these are arranged by the regional Field Education Offices. The

Corequisite class course Social Work Practice II, which continues use of a problem-

solving model for work with (organization and community) systems and considers

implications for at-risk groups. Co-requisite: 19:910:509.

Goals and Expectations

Students develop an initial identification with the profession and are beginning to

incorporate social work values in practice (e.g. they understand the value of self-

determination for clients). Students are familiar with the NASW Code of Ethics and how

it applies to social work. Students are punctual, conscientious about the use of time and

presentation of their professional selves, and efficient in completing paperwork and other

tasks in a timely way

Students are able to take a self-reflective stance on a beginning level and respond to

constructive criticism or feedback in a positive way. They develop the ability to identify

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Their own strengths and needs for learning. They plan for supervision by preparing an

agenda and recording contacts with clients and other agency experiences.

Students develop an understanding of their field agency's mission and goals and its role

within the social service community and neighborhood, as well as a basic understanding

of the agency’s structure, organization, and policies. Students are able to work within and

interpret agency policies and regulations. Students learn about the generalist perspective

with an emphasis on the problem solving approach to working with clients, and begin to

apply this to the field setting.

Course Objectives

Understanding Core Competencies and Demonstrating Practice Behaviors:

1: Demonstrate Ethical and Professional Behavior

Social workers understand the value base of the profession and its ethical standards, as

well as relevant laws and regulations that may impact practice at the micro, mezzo, and

macro levels. Social workers understand frameworks of ethical decision-making and how

to apply principles of critical thinking to those frameworks in practice, research, and

policy arenas. Social workers recognize personal values and the distinction between

personal and professional values. They also understand how their personal experiences

and affective reactions influence their professional judgment and behavior. Social

workers understand the profession’s history, its mission, and the roles and responsibilities

of the profession. Social Workers also understand the role of other professions when

engaged in inter-professional teams. Social workers recognize the importance of life-long

learning and are committed to continually updating their skills to ensure they are relevant

and effective. Social workers also understand emerging forms of technology and the

ethical use of technology in social work practice. Social workers: make ethical decisions

by applying the standards of the NASW Code of Ethics, relevant laws and regulations,

models for ethical decision-making, ethical conduct of research, and additional codes of

ethics as appropriate to context; use reflection and self-regulation to manage personal

values and maintain professionalism in practice situations; demonstrate professional

demeanor in behavior; appearance; and oral, written, and electronic communication; use

technology ethically and appropriately to facilitate practice outcomes; and use

supervision and consultation to guide professional judgment and behavior.

2. Engage Diversity and Difference in Practice

Social workers understand how diversity and difference characterize and shape the

human experience and are critical to the formation of identity. The dimensions of

diversity are understood as the intersectionality of multiple factors including but not

limited to age, class, color, culture, disability and ability, ethnicity, gender, gender

identity and expression, immigration status, marital status, political ideology, race,

religion/spirituality, sex, sexual orientation, and tribal sovereign status. Social workers

understand that, as a consequence of difference, a person’s life experiences may include

oppression, poverty, marginalization, and alienation as well as privilege, power, and

acclaim. Social workers also understand the forms and mechanisms of oppression and

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discrimination and recognize the extent to which a culture’s structures and values,

including social, economic, political, and cultural exclusions, may oppress, marginalize,

alienate, or create privilege and power. Social workers: apply and communicate

understanding of the importance of diversity and difference in shaping life experiences in

practice at the micro, mezzo, and macro levels; present themselves as learners and engage

clients and constituencies as experts of their own experiences; and apply self-awareness

and self-regulation to manage the influence of personal biases and values in working with

diverse clients and constituencies.

3. Advance Human Rights and Social, Economic, and Environmental Justice Social workers understand that every person regardless of position in society has

fundamental human rights such as freedom, safety, privacy, an adequate standard of

living, health care, and education. Social workers understand the global interconnections

of oppression and human rights violations, and are knowledgeable about theories of

human need and social justice and strategies to promote social and economic justice and

human rights. Social workers understand strategies designed to eliminate oppressive

structural barriers to ensure that social goods, rights, and responsibilities are distributed

equitably and that civil, political, environmental, economic, social, and cultural human

rights are protected. Social workers: apply their understanding of social, economic, and

environmental justice to advocate for human rights at the individual and system levels;

and engage in practices that advance social, economic, and environmental justice.

4. Engage In Practice-informed Research and Research-informed Practice Social workers understand quantitative and qualitative research methods and their

respective roles in advancing a science of social work and in evaluating their practice.

Social workers know the principles of logic, scientific inquiry, and culturally informed

and ethical approaches to building knowledge. Social workers understand that evidence

that informs practice derives from multi-disciplinary sources and multiple ways of

knowing. They also understand the processes for translating research findings into

effective practice. Social workers: use practice experience and theory to inform scientific

inquiry and research; apply critical thinking to engage in analysis of quantitative and

qualitative research methods and research findings; and use and translate research

evidence to inform and improve practice, policy, and service delivery.

5. Engage in Policy Practice

Social workers understand that human rights and social justice, as well as social welfare

and services, are mediated by policy and its implementation at the federal, state, and local

levels. Social workers understand the history and current structures of social policies and

services, the role of policy in service delivery, and the role of practice in policy

development. Social workers understand their role in policy development and

implementation within their practice settings at the micro, mezzo, and macro levels and

they actively engage in policy practice to effect change within those settings. Social

workers recognize and understand the historical, social, cultural, economic,

organizational, environmental, and global influences that affect social policy. They are

also knowledgeable about policy formulation, analysis, implementation, and evaluation.

Social workers: Identify social policy at the local, state, and federal level that impacts

well-being, service delivery, and access to social services; assess how social welfare and

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economic policies impact the delivery of and access to social services; apply critical

thinking to analyze, formulate, and advocate for policies that advance human rights and

social, economic, and environmental justice.

6. Engage with Individuals, Families, Groups, Organizations, and Communities Social workers understand that engagement is an ongoing component of the dynamic and

interactive process of social work practice with, and on behalf of, diverse individuals,

families, groups, organizations, and communities. Social workers value the importance of

human relationships. Social workers understand theories of human behavior and the

social environment, and critically evaluate and apply this knowledge to facilitate

engagement with clients and constituencies, including individuals, families, groups,

organizations, and communities. Social workers understand strategies to engage diverse

clients and constituencies to advance practice effectiveness. Social workers understand

how their personal experiences and affective reactions may impact their ability to

effectively engage with diverse clients and constituencies. Social workers value

principles of relationship-building and inter-professional collaboration to facilitate

engagement with clients, constituencies, and other professionals as appropriate. Social

workers: apply knowledge of human behavior and the social environment, person-in-

environment, and other multidisciplinary theoretical frameworks to engage with clients

and constituencies; and use empathy, reflection, and interpersonal skills to effectively

engage diverse clients and constituencies.

7. Assess Individuals, Families, Groups, Organizations, and Communities Social workers understand that assessment is an ongoing component of the dynamic and

interactive process of social work practice with, and on behalf of, diverse individuals,

families, groups, organizations, and communities. Social workers understand theories of

human behavior and the social environment, and critically evaluate and apply this

knowledge in the assessment of diverse clients and constituencies, including individuals,

families, groups, organizations, and communities. Social workers understand methods of

assessment with diverse clients and constituencies to advance practice effectiveness.

Social workers recognize the implications of the larger practice context in the assessment

process and value the importance of inter-professional collaboration in this process.

Social workers understand how their personal experiences and affective reactions may

affect their assessment and decision-making. Social workers: collect and organize data,

and apply critical thinking to interpret information from clients and constituencies;

apply knowledge of human behavior and the social environment, person-in-environment,

and other multidisciplinary theoretical frameworks in the analysis of assessment data

from clients and constituencies; develop mutually agreed-on intervention goals and

objectives based on the critical assessment of strengths, needs, and challenges within

clients and constituencies; and select appropriate intervention strategies based on the

assessment, research knowledge, and values and preferences of clients and

constituencies.

8. Intervene with Individuals, Families, Groups, Organizations, and Communities

Social workers understand that intervention is an ongoing component of the dynamic and

interactive process of social work practice with, and on behalf of, diverse individuals,

families, groups, organizations, and communities. Social workers are knowledgeable

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about evidence-informed interventions to achieve the goals of clients and constituencies,

including individuals, families, groups, organizations, and communities. Social workers

understand theories of human behavior and the social environment, and critically evaluate

and apply this knowledge to effectively intervene with clients and constituencies. Social

workers understand methods of identifying, analyzing and implementing evidence-

informed interventions to achieve client and constituency goals. Social workers value the

importance of inter-professional teamwork and communication in interventions,

recognizing that beneficial outcomes may require interdisciplinary, inter-professional,

and inter-organizational collaboration. Social workers: critically choose and implement

interventions to achieve practice goals and enhance capacities of clients and

constituencies; apply knowledge of human behavior and the social environment, person-

in-environment, and other multidisciplinary theoretical frameworks in interventions with

clients and constituencies; use inter-professional collaboration as appropriate to achieve

beneficial practice outcomes; negotiate, mediate, and advocate with and on behalf of

diverse clients and constituencies; and facilitate effective transitions and endings that

advance mutually agreed-on goals.

9. Evaluate Practice with Individuals, Families, Groups, Organizations, and

Communities

Social workers understand that evaluation is an ongoing component of the dynamic and

interactive process of social work practice with, and on behalf of, diverse individuals,

families, groups, organizations and communities. Social workers recognize the

importance of evaluating processes and outcomes to advance practice, policy, and service

delivery effectiveness. Social workers understand theories of human behavior and the

social environment, and critically evaluate and apply this knowledge in evaluating

outcomes. Social workers understand qualitative and quantitative methods for evaluating

outcomes and practice effectiveness. Social workers: select and use appropriate methods

for evaluation of outcomes; apply knowledge of human behavior and the social

environment, person-in-environment, and other multidisciplinary theoretical frameworks

in the evaluation of outcomes; critically analyze, monitor, and evaluate intervention and

program processes and outcomes; and apply evaluation findings to improve practice

effectiveness at the micro, mezzo, and macro levels.

V. Readings

NASW Delegate Assembly (2014). Code of Ethics of the National Association of Social

Workers. Retrieved from

http://socialworkers.org/pubs/code/code.asp

Rutgers School of Social Work, Master of Social Work Field Education Manual

http://socialwork.rutgers.edu/Current/Field.aspx

VI. Course Requirements

METHODS OF INSTRUCTION

This course uses a combination of practical learning through field placement tasks and

supervision by the field instructor (or task supervisor.)

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FIELD INSTRUCTOR AND STUDENT ROLES

The Field Instructor plays an active part in the learning process. Students can expect

that the field instructor will convey clear, specific information about the field agency,

social work practice, and social work values and ethics.

The student plays an active part in the learning process. As with all social work courses,

participating in the process of the field educational experience is vital. It is expected that

students will attend all scheduled field days and come to the field placement prepared to

interact within the agency as agreed upon in the Learning Contract.

Students are expected to:

1. Participate in the Office of Field Education’s introductory liaison meetings.

Workshops and meetings will vary depending on the program format. Please speak

to your specific program director or advisor for specific information.

Intensive Weekend Students will be expected to attend pre field workshops and a

Writing for Social Workers Seminar.

2. Obtain a score of 80 points or higher on the ethics post-test, found in the eCollege

course shell.

3. Attend all scheduled field days, participate in weekly supervision, complete a

learning contract, Process Recordings, weekly timesheets, and a field evaluation

over the course of the semester. Please be aware that the number of process

recordings will vary depending on the program format. Please speak to your

specific program director or advisor for specific information (Online, Intensive

Weekend, Blended)

4. Adhere to the University’s Policy on Academic Integrity as well as the NASW

Code of Ethics.

ASSIGNMENTS

Written process or journal recording assignments are due at the designated times outlined

by the Office of Field Education.

Resources for Writing

Publication Manual of the American Psychological Association. Washington, DC. APA.

Szuchman, L.T. & Thomlinson, B. (2004). Writing with style: APA style for social work.

Belmont, CA: Brooks/ Cole.

VII. Grading

Grade Statement:

This course is graded as Pass/Fail.

Students are evaluated by their field instructors at the end of each

semester/practicum.

Students who have been determined by their field instructor, field liaison and the

Associate Director or Program Director (Traditional and Online MSW) in her or his field

education office to have participated successfully in their field placements, completed

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written assignments and who demonstrated foundation social work practice

competencies, may receive a Pass for the semester.

Students who have been determined by their field instructor, field liaison and the

Associate or Program Director (Traditional and Online MSW) of her or his field

education office to not have participated successfully in their field placements, completed

written assignments and who have not demonstrated foundation social work practice

competencies, may receive a Fail for the semester.

Students are expected to attend all scheduled field days. Absences may occur due to

unforeseen circumstances. The student must notify their field instructor in advance or as

soon as possible about any absences. Missed field hours will be excused by the Field

Instructor only for compelling reasons (e.g., illness, emergency, or other, to be determined

by the field instructor); notification does not automatically indicate an excused absence.

Students are responsible for making up missed field hours and obtaining the approval

of the Field Instructor and Associate Director or Program Director of Field Education

if deemed necessary.

Grades:

P=Pass

F=Fail

VIII. Course Evaluation

Rutgers University surveys students about their experiences in field. This

survey is completed by students during the last semester/practicum of the foundation field

placement, and all answers are confidential and anonymous.

IX. Assignments for Field Education Practicum II

A. Learning Contract

All students in Field Education Practicum II complete a Learning Contract with their

Field Instructor at the beginning of the first semester/practicum of their Foundation

placements. The purpose of the Learning Contract is for the student and the Field

Instructor to plan jointly for the assignments and learning to be accomplished during the

year. The Learning Contract creates an understanding of expectations for both the student

and the agency. It should be specific and measurable, including targeted dates for

completion of tasks.

The Learning Contract is used as the basis for the end of semester/practicum evaluation.

The Learning Contract provides a basis for accountability for both the agency and the

student. It provides a guide to measure progress throughout the semester and year, and

protects the student from having too much or too little to do in field placement.

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The Learning Contract incorporates the CSWE’s core competencies of social work

education. Through field activities, students operationalize the practice behaviors that

demonstrate their level of competence.

The Learning Contract template is available on eCollege and accessible to all field

education students. Students download the document and complete it in conjunction with

their Field Instructor. The completed document is then electronically submitted by the

student to the DROPBOX. The Learning Contract is read and given a PASS or FAIL

grade by the Field Liaison. If the Learning Contract is deemed to be unsatisfactory, the

student is to redo it until it is approved by the liaison.

B. Process Recordings

The forms and examples of process recordings and journal entries are found on

eCollege. The recording formats detailed in the examples on eCollege are the only

acceptable formats. The process recordings are all to be submitted via eCollege. This

allows for efficient storage and tracking of all student work. Please note that the

recordings submitted to eCollege are not required to include the Field Instructor's

comments. Therefore, please do not wait for your field instructor’s commentary to

upload your process recordings. In addition to submission to eCollege, recordings

are to be printed or sent electronically to the Field Instructor for comment and

discussion during supervisory sessions. It is at the discretion of the agency to give

students time to complete field recordings while at the agency (up to 2 hours per

week). If the nature of the work is such that this is not possible, then students must

complete the recordings on their own time. The recordings, with comments, will be

reviewed by the Field Liaison at the agency visit.

Purpose of Process Recordings

Serves as the basic instrument in guiding learning, and helps students

conceptualize and organize ongoing activities with client systems.

Helps to clarify the purpose of an interview or activity, and the role of the student in

it.

Provides a basic tool for stimulating communication and self-awareness.

Provides a base for both the student and Field Instructor to identify the student’s

strengths and areas for growth.

Plays an important part in providing direction and a structural framework for the

supervisory conference.

Enables the Field Instructor to quickly assess the student's response to emotion,

process and content.

Reflects the extent to which the student is able to integrate knowledge and theory

gained from previous experiences, classroom courses, and outside readings.

Provides “data” for end-of-the semester/practicum student evaluation.

The writing of process recordings are an acquired skill. It takes time for most

students to produce a recording that fits both the student’s needs and the Field

Instructor’s objectives for learning.

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Process recordings differ from agency recordings, such as case files, case notes or

medical records, and are not to be included in agency files.

Any encounter may be used for recording: individual sessions with clients; family or

group meetings; professional contacts including agency staff, community, school, or

service providers. It is expected that records will vary in detail, as some aspect of an

interview, such as the beginning, might be highlighted for teaching purposes, while in

another record the beginning might be summarized and another part of the interview

written in detail to focus on supervisory work. A complete verbatim of an interview or

meeting may also be expected.

Students should write a summary paragraph to pull together what was accomplished in

the session and to identify future goals. A second paragraph should be written by the

student critiquing the work before discussion with the Field Instructor. These two

reflective paragraphs will also provide the student with items for the agenda for

supervision.

Recording Requirements

Process recordings are to be done on a regularly scheduled basis which is provided by

the Office of field Education. There must be a consistent flow of submissions to

prevent recordings being submitted all at once toward the end of the semester.

Recording submissions will be periodically reviewed by the liaison. Students will be

notified by email if they are falling out of compliance. Continued disregard for

regularly submitting recordings will place students in jeopardy of failing.

Foundation year (first year field placement, Field Practicum II)

*Traditional MSW Process Recording Submission Schedule

Month Week 1 Week 2 Week 3 Week 4

December 1 Process

Recording Due

1 Process

Recording Due

January 1 Process

Recording Due

1 Process

Recording Due

1 Process

Recording Due

1 Process

Recording Due

February 1 Process

Recording Due

1 Process

Recording Due

1 Process

Recording Due

1 Process

Recording Due

March 1 Process

Recording Due

1 Process

Recording Due

*Online MSW Process Recording/Journal Submission Schedule

Semester Process Recordings Due

Fall/Spring 9

Summer 6

100% online students should refer to the eCollege course calendar for specific monthly due

dates for Field Practicum 1I.

*Intensive Weekend MSW 14 Process Recordings due each Practicum.

Instructional Use of Recordings

Field Instructors: Field Instructors should read the student’s recordings prior to

supervisory conferences and prepare an agenda for teaching. Field Instructors should

make comments on each recording, as they are useful for the student to review before

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and after conferences. Field Instructors should keep in mind that the use of recordings is

intended to meet learning goals. For example, summary records require students to

conceptualize their ideas. The student's effort to comment on the non-verbal content of a

session will help develop awareness of their professional selves and their use of self as

therapeutic agents. Assessment paragraphs increase the ability of the student to make

assessments and diagnoses in a variety of situations.

Field Liaisons: The liaison will confirm that the student’s weekly submissions are being

made to eCollege. The liaison may choose to read the recordings to assist the student

with an issue or question. Prior to visiting the student at her or his field placement, the

liaison will review a sampling of the recordings in eCollege. At the visit, the liaison will

review a portfolio of the student’s recordings and other agency work, including time

sheets and recordings with the Field Instructor’s comments. The Field Liaison will make

an assessment of the student’s work and progress as well as the overall placement

experience, and submit an Agency Visit Report to the regional field office.

C. Timesheets

*Traditional MSW Field Practicum II students are expected to attend their Field

Agency for 15 hours per week

*100% online students are expected to attend their Field Agency for 11.25 hours per

week.

*Intensive Weekend MSW students are expected to attend field for 8-10 hours per

week.

Time sheets are kept in an Excel workbook available to students on eCollege. The

workbook is designed to calculate the student’s hours and total them in a summary tab.

At the end of each month, the student uploads to eCollege the same workbook with the

various monthly hours added. This workbook will total the hours completed and be

monitored by the Field Liaison. Each month the timesheet is due no later than the 2nd

business day of the next month for Traditional and Online MSW and the 5th

business day of the month for the Intensive Weekend Program.

D. Field Portfolio

All students are required to maintain a portfolio of field materials throughout field

placement in order to reinforce learning and to chronicle and illustrate their field

experiences. The portfolio may include the following, depending on the year and area of

concentration: attendance logs, journal entries, recordings, audio or videotapes, grant

application forms, brochures, research notes, and samples of meeting notes.

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It is expected that the Field Instructor will review recordings or other materials from the

portfolio prior to supervision and prepare feedback. Field Liaisons are expected to review

the portfolio as part of their assessment of the student’s work and progress. Students who

do not complete recording requirements for the semester will receive an F in their Field

Practicum.

E. Field Liaison Meeting

Liaisons conduct agency site visits to meet with the student and the Field Instructor at

least once a semester for the traditional MSW and 100% Online program and once

every four months for the Intensive Weekend MSW Program. Additional visits are

scheduled and made, if necessary, through the identification of need by any party

(student, field instructor, field agency administrator, and field education staff).

An agency visit report is electronically submitted for each field visit detailing student

progress in meeting the core competencies through demonstration of practice

behaviors.

The goals of the field site visit are to:

Review the student’s assignments and tasks (via the learning contract).

Provide support for the student.

Provide support for the Field Instructor.

Discuss any issues that have arisen.

Monitor that the student is receiving a quality field experience.

Ensure that the student is receiving appropriate supervision (1 hour per week).

Review the portfolio to verify that the student is completing the work and that the

Field Instructor is commenting on process recordings.

Discuss the integration of class and field work.

Promote discussion of the student’s performance, potential, and interests.

Troubleshoot problems and difficulties.

Compile an Agency Visit Report for Field Education faculty.

It is the responsibility of the Field Liaison, in consultation with the Field Instructor, to

recommend the student field grades (pass or fail), while the final decision rests with the

Associate Director or Program Director and Executive Director of Field Education.

F. Field Evaluation

At the end of the semester/practicum the student receives a field evaluation. The

evaluation is completed by the Field Instructor with input from the student and task

supervisor, if applicable. There are specific evaluation forms located on eCollege for the

Foundation Practicum as there are distinct core competencies addressed in this field

placement. The evaluation is based on the core competencies, practice behaviors and

assignments specified by the Learning Contract. A grade of PASS or FAIL is

recommended by the Field Instructor. The evaluation is submitted to the DROPBOX by

the student in eCollege by the due date indicated by the Office of Field Education.

X. Academic Integrity

It is unethical and a violation of the University’s Academic Integrity Policy to present the

ideas or words of another without clearly and fully identifying the source. Inadequate

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citations will be construed as an attempt to misrepresent the cited material as your

own. Use the APA citation style which is described in the Publication manual of the

American Psychological Association, 6th edition.

Plagiarism is the representation of the words or ideas of another as one’s own in any

academic exercise. To avoid plagiarism, every direct quotation must be identified by

quotation marks or by appropriate indentation and must be properly cited in the text or

footnote. Acknowledgement is required when material from another source is stored in

print, electronic, or other medium and is paraphrased or summarized in whole or in part

in one’s own words. To acknowledge a paraphrase properly, one might state: “to

paraphrase Plato’s comment…” and conclude with a footnote identifying the exact

reference. A footnote acknowledging only a directly quoted statement does not suffice to

notify the reader of any preceding or succeeding paraphrased material. Information

which is common knowledge, such as names of leaders of prominent nations, basic

scientific laws, etc., need not be footnoted; however, all facts or information obtained in

reading or research that are not common knowledge among students in the course must

be acknowledged. In addition to materials specifically cited in the text, only materials

that contribute to one’s general understanding of the subject may be acknowledged in the

bibliography. Plagiarism can, in some cases, be a subtle issue. Any question about what

constitutes plagiarism should be discussed with the faculty member.

Plagiarism as described in the University’s Academic Integrity Policy is as follows:

“Plagiarism: Plagiarism is the use of another person’s words, ideas, or results without

giving that person appropriate credit. To avoid plagiarism, every direct quotation must be

identified by quotation marks or appropriate indentation and both direct quotation and

paraphrasing must be cited properly according to the accepted format for the particular

discipline or as required by the instructor in a course. Some common examples of

plagiarism are:

Copying word for word (i.e. quoting directly) from an oral, printed, or electronic

source without proper attribution.

Paraphrasing without proper attribution, i.e., presenting in one’s own words another

person’s written words or ideas as if they were one’s own. Submitting a purchased or downloaded term paper or other materials to satisfy a

course requirement.

Incorporating into one’s work graphs, drawings, photographs, diagrams, tables,

spreadsheets, computer programs, or other nontextual material from other sources

without proper attribution.

Plagiarism along with any and all other violations of academic integrity by graduate and

professional students will normally be penalized more severely than violations by

undergraduate students. Since all violations of academic integrity by a graduate or

professional student are potentially separable under the Academic Integrity Policy,

faculty members should not adjudicate alleged academic integrity violations by graduate

and professional students, but should refer such allegations to the appropriate Academic

Integrity Facilitator (AIF) or to the Office of Student Conduct. The AIF that you should

contact is Antoinette Y. Farmer, 848.932.5358. The student shall be notified in writing,

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by email or hand delivery, of the alleged violation and of the fact that the matter has been

referred to the AIF for adjudication. This notification shall be done within 10 days of

identifying the alleged violation. Once the student has been notified of the allegation, the

student may not drop the course or withdraw from the school until the adjudication

process is complete. A TZ or incomplete grade shall be assigned until the case is

resolved. For more information regarding the Rutgers Academic Integrity Policies and

Procedures, see: http://academicintegrity.rutgers.edu/academic-integrity-at-rutgers.

XI. Disability Accommodation

Rutgers University welcomes students with disabilities into all of the University's

educational programs. In order to receive consideration for reasonable accommodations, a

student with a disability must contact the appropriate disability services office at the

campus where you are officially enrolled, participate in an intake interview, and provide

documentation: https://ods.rutgers.edu/students/documentation-guidelines. If the

documentation supports your request for reasonable accommodations, your campus’s

disability services office will provide you with a Letter of Accommodations. Please share

this letter with your instructors and discuss the accommodations with them as early in your

courses as possible. To begin this process, please complete the Registration form on the

ODS web site at: https://ods.rutgers.edu/students/registration-form.